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http://dx.doi.org/10.7468/mathedu.2021.60.1.61

Pre-service teachers' errors and difficulties in task modification focusing on cognitive demand  

Kang, Hyangim (Gongju National University of Education)
Choi, Eunah (Woosuk University)
Publication Information
The Mathematical Education / v.60, no.1, 2021 , pp. 61-76 More about this Journal
Abstract
The purpose of this study is to analyze the errors and difficulties which pre-service secondary teachers shows during the task modification in consideration of the cognitive demand and to provide significant implications to the pre-service teacher education program related to the modification of the mathematical tasks. In the pursuit of this purpose, tasks were selected from perpendicular bisector units and 24 pre-service teachers were asked to modify the tasks to higher and lower level tasks. After the modification activities, opportunities for reflection and modification were provided. The findings from analysis are as follows. Pre-service teachers had a difficulty to distinguish between PNC tasks and PWC tasks. Also, We identified the interference phenomena that pre-service teachers depended on the apparent elements of the task. Pre-service teachers showed a tendency to overlook the learning objectives and learning hierarchy during the task modification, and to focus on some types of task modification. However, pre-service teachers were able to have meaningful learning opportunities and extend the category of tools to technology including Geogebra through self-reflection and correction activities on task modification. The above results were summed up and we presented the implications to the task modification program in the pre-service secondary teacher education.
Keywords
pre-service teachers; task modification; cognitive demand; learning hierarchy; perpendicular bisector; errors and difficulties;
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